During the academic year 1977-78 a national survey was conducted to identify those competencies which various segments of the population consider important for functioning adults, and to ascertain which competencies should be taught in the schools. Data presented in this study are based on 2,908 questionnaire returns from 2,284 students (mostly in high school), 245 parents, 144 teachers, 86 administrators, 43 school board members, 75 employers, and 31 legislators. All groups sampled were asked to rate the importance of 54 adult competencies relating to employment, government and law, health, consumer economics, and community resources; and to indicate if such tasks should be taught in the schools. Five competencies were so designated: applying for a job, voting, interpreting payroll statements, selecting a balanced meal, and preparing budgets. Parents, teachers, and administrators were asked to indicate the degree of proficiency they believed the majority of students have achieved in reading, writing, arithmetic, listening, and speaking; the other groups were asked to identify student problems in these areas. Students had a higher opinion of their abilities than did adult respondents, particularly teachers, administrators and board members. When asked to identify the desirable approach for a minimal competency program, all groups favored giving equal emphasis to teaching academic skills and adult competencies. Relevant background information for each of the groups is also presented. (CP)